Lead Safety for Remodeling, Repair, and Painting



This course was initially issued in June 2003 as a joint effort of the U.S. Environmental Protection Agency’s Office of Pollution Prevention and Toxics, in partnership with the U.S. Department of Housing and Urban Development’s Office of Healthy Homes and Lead Hazard Control. The course was extensively revised in 2008 following issuance of EPA’s Renovation, Repair, and Painting Rule. The course underwent further revisions in 2011 to address regulatory changes and feedback on course content.

CERTIFIED RENOVATOR INITIAL TRAINING COURSE

INSTRUCTOR MANUAL

TABLE OF CONTENTS

|Title |Page Number |

|A Note to Instructors on How to Use this Curriculum |iii |

|Introduction |1 |

|Module 1: Why Should I Be Concerned About Lead Paint? |1-1 |

|Module 2: Regulations |2-1 |

|Module 3: Before Beginning Work |3-1 |

|Module 4: Contain Dust During Work |4-1 |

|Module 5: During the Work |5-1 |

|Module 6: Cleaning Activities and Checking Your Work |6-1 |

|Module 7: Recordkeeping |7-1 |

|Module 8: Training Non-Certified Renovation Workers |8-1 |

|Appendix 1: [This Appendix Intentionally Left Blank] |A1-1 |

|Appendix 2: U.S. Department of Housing and Urban Development |A2-1 |

|(HUD) Requirements | |

|Appendix 3: Renovate Right: Important Lead Hazard Information for Families, Child Care Providers and Schools|A3-1 |

|Appendix 4: Small Entity Compliance Guide to Renovate Right |A4-1 |

|Appendix 5: Steps to LEAD SAFE Renovation, Repair and Painting |A5-1 |

|Appendix 6: Hands-on Exercises |A6-1 |

|Appendix 7: State and Local Regulations (Note: this Appendix is intentionally blank to allow training |A7-1 |

|providers to add applicable state and local regulations.) | |

|Appendix 8: Regulatory Status of Waste Generated by Contractors and Residents from Lead-Based Paint |A8-1 |

|Activities Conducted in Households | |

|Appendix 9: Paint Chip Sample Collection Guide |A9-1 |

|Appendix 10: For More Information |A10-1 |

This course was developed by the U.S Environmental Protection Agency (EPA), in collaboration with the U.S. Department of Housing and Urban Development (HUD) to train renovation, repair, and painting contractors how to work safely in housing with lead-based paint and comply with EPA’s Renovation, Repair, and Painting (RRP) Rule, and HUD’s Lead Safe Housing Rule.

The audience: The audience for this course includes renovators, remodelers, painters, maintenance personnel, and any other workers removing or modifying painted surfaces. They likely will be taking the course to obtain EPA certification as a Certified Renovator, which will enhance their credentials as private contractors and also satisfy HUD requirements for interim controls training in Federally-assisted target housing. As the trainer, you will want to tailor the course to highlight information and exercises that best meet audience needs. Although customizing the course to your audience is appropriate to a certain degree, the HUD-related material should be taught to all trainees, even if they are not currently working in Federally-assisted target housing units. All renovators are potential HUD contractors and should know and understand this information.

The curriculum and schedule: The curriculum consists of an introduction and eight instructional modules. Most of the modules include interactive exercises. The timing of the course will depend on the choices the trainer makes about activities, and how much time is needed to discuss state and local requirements. Two possible course schedules for a one-day delivery are provided below. The second schedule concentrates most of the exercises in a single session towards the end of the day, before the review and test. The course can also be delivered in several shorter sessions.

|Overview of Proposed Schedule (Lesson Plan 1) |

|Registration and Introduction |15 minute |8:00 – 8:15 |

|(Includes Taking Pictures of Students) |lecture/discussion | |

|Module 1: Why Should I Be Concerned |15 minute lecture |8:15 – 8:35 |

|About Lead Paint? |5 minute exercise | |

|Module 2: Regulations |40 minute lecture |8:35 – 9:15 |

|Break |10 minutes |9:15 – 9:25 |

|Module 3: Before Beginning Work |25 minute lecture |9:25 – 10:15 |

| |25 minute exercise | |

|Module 4: Contain Dust During Work |45 minute lecture |10:15 – 11:45 |

| |45 minute exercise | |

|Lunch |1 hour |11:45 – 12:45 |

|Module 5: During the Work |40 minute lecture |12:45 – 1:35 |

| |10 minute exercise | |

|Break |10 minutes |1:35 – 1:45 |

|Module 6: Cleaning Activities and Checking Your Work |40 minute lecture |1:45 – 3:15 |

| |50 minute exercise | |

|Module 7: Recordkeeping |20 minute lecture |3:15 – 3:35 |

|Break |5 minutes |3:35 – 3:40 |

|Module 8: Training Non-Certified Renovation Workers |40 minutes |3:40 – 4:20 |

|Review |10 minutes |4:20 – 4:30 |

|Test |30 minutes |4:30 – 5:00 |

Preparing for the course: Read the course materials well in advance of course delivery. While the lesson plans and slides provide comprehensive approaches to teaching this course, you will have some decisions to make and some materials to prepare. Specifically:

|Overview of Proposed Schedule (Lesson Plan 2) |

|Registration and Introduction |15 minute |8:00 – 8:15 |

|(Includes Taking Pictures of Students) |lecture/discussion | |

|Module 1: Why Should I Be Concerned |15 minute lecture |8:15 – 8:35 |

|About Lead Paint? |5 minute exercise | |

|Module 2: Regulations |40 minute lecture |8:35 – 9:15 |

|Break |10 minutes |9:15 – 9:25 |

|Module 3: Before Beginning Work |25 minute lecture |9:25 – 10:15 |

| |25 minute exercise | |

|Module 4: Contain Dust During Work |45 minute lecture |10:15 – 11:00 |

|Module 5: During the Work |40 minute lecture |11:00 – 11:40 |

|Lunch |1 hour |11:40 – 12:40 |

|Module 6: Cleaning Activities and Checking Your Work |40 minute lecture |12:40 – 1:20 |

|Module 7: Recordkeeping |20 minute lecture |1:20 -1:40 |

|Module 8: Training Non-Certified Renovation Workers |40 minutes |1:40 – 2:20 |

|Break |15 minutes |2:20 – 2:35 |

|Hands-on Activities |105 minutes exercises |2:35 – 4:20 |

|Review |10 minutes |4:20 – 4:30 |

|Test |30 minutes |4:30 – 5:00 |

• Know your audience. If you are delivering this course to contractors consider their work and specific needs. Pick examples and structure exercises around activities that are familiar to them. Instructors must cover the HUD requirements in all course deliveries. Some renovators not doing HUD work at the time of training may do HUD work during the five years of their certification. In this course, HUD requirements are covered in Module 2 and in the HUD-specific text boxes in the student notes to the slides, and are summarized in Appendix 2.

• Know your training facility. When training in your own facility, you have more control over your environment and generally have access to many more supplies, tools, and equipment than when you are training in a hotel room or community space. As you make decisions about the types of exercises you plan to do during the training, consider your training facility, the space and tools available, and plan accordingly.

• Plan your schedule. The lesson plans provided in this section illustrate different ways to organize the course. While the hands-on exercises are presented as integral parts of Modules 3, 4, 5, and 6, (as shown in Lesson Plan 1), the majority can also be delivered as one single hands-on module at the end of the course (as shown in Lesson Plan 2). Note that these lesson plans are provided for reference purposes only. The trainer is free to create his/her own lesson plan that combines the various options in other ways, as long as the content and course length are not substantively altered. As you plan your schedule, consider how to time your breaks and activities appropriately depending on whether your course is scheduled for one full day, two half-days or several evening sessions. As you plan your time, you should not substantively alter the time allotted to cover specific subjects, e.g., the content of Module 4: Contain Dust During Work should receive 90 minutes of total instructional time (45 minutes lecture and 45 minutes hands-on), regardless of whether the job setup component of the hands-on exercise is delivered during the module or with the

other hands-on components at the end of the course. You may find that compression of the modules is needed in order to provide adequate time to discuss state and local requirements. However the course is delivered, two hours of hands-on training must be included to meet the RRP Rule requirements.

• Plan to administer the test. In addition to reinforcing participant learning and helping evaluate their understanding, passing the course test is required to allow each student to become an EPA Certified Renovator. Renovator certification is required for all workers and supervisors working in Federally-assisted target housing unless they are supervised by a Certified Abatement Supervisor. Renovator certification includes successful completion of the training course and end-of-course test. You must develop a test blueprint from the course material and submit it to EPA for approval with the accreditation application.

• Gather all the materials necessary. A list of recommended supplies and tools is provided in this section. Make sure you have all the materials necessary to perform the activities and demonstrations you have planned.

Course Materials: Materials needed to deliver this course include Student Manuals, an Instructor Manual, Overhead Slides, Supplies Lists and a Test, as described below.

|Course Materials |

|Student Manual |Each student must receive a printed copy of the student manual. The student manual includes pictures of all |

| |overhead slides used in the course and the student notes. Student manuals should not be printed without the |

| |student notes; PowerPoint slides alone do not provide sufficient information for students. The student manual |

| |also has appendices, which include optional exercises and a copy of the Steps to LEAD SAFE Renovation, Repair |

| |and Painting, which can be used on the job to teach non-certified workers how to work lead safe. |

|Instructor Manual |The instructor manual includes all the materials from the Student Manual, plus instructor notes for trainers. |

| |The right-hand page shows the slide and notes for the student manual while the left hand page has the |

| |instructor notes for that slide. The Instructor Manual also includes answers to the exercises. This manual |

| |provides several complete lesson plans with suggestions for hands-on exercises. |

|Overhead Slides |The trainer should have overhead slides, electronically or on transparencies. The slides are available in |

| |PowerPoint and can be copied onto transparencies if desired. |

|Supplies Lists |The instructor is responsible for creating three Supplies Lists: Setup, Personal Protective Equipment, and |

| |Cleanup. Recommended items to be included in the Supplies Lists are shown in the next table. |

|Test |This course includes a test. Trainers are responsible for developing their own test blueprint and submitting it|

| |for approval with their application to become an accredited training provider. The course lesson plans provide |

| |30 minutes for the test. If your test blueprint requires a longer testing time adjust the lesson plan times |

| |accordingly. |

Classroom Supplies and Tools: To correctly deliver this course, the trainer needs standard classroom supplies as well as a number of special tools to demonstrate lead safe work practices and perform hands-on exercises. The table below provides a list of recommended supplies. We recognize that trainers may not be able to transport all the tools and materials listed below to a given training site, or may vary the supply list slightly depending on whether the trainer is simulating an interior or exterior activity. Therefore the list serves only as a checklist of recommended items. The trainer should consult the lesson plan and the individual modules to determine which supplies are critical to the delivery that he/she has planned.

|Recommended Classroom Supplies |

|Instructor manual |

|Student manuals, one per student |

|Computer, laptop computer or flash drive |

|Overhead or computer-driven projector |

|Course PowerPoint presentation or overhead transparencies |

|Projection screen |

|Blackboard, white board, or flip chart paper and stand |

|Markers appropriate for blackboard, white board, or flip chart |

|Masking tape |

|Table tents with each student’s name (a table tent is an 8½” x 11" sheet of heavy stock paper that is folded in half lengthwise; the paper |

|should be heavy enough that it will not flatten when set on the table after being folded) |

|Heavy-duty disposal bag and duct tape |

|Packet of sweetener |

|Broom and dust pan |

|Lead test kits |

|Materials for paint chip sample collection |

|Disposable cleaning cloths (white, electrostatically charged, designed for cleaning hard surfaces) |

|Long handled mop to which a disposable cleaning cloths can be attached |

|A laminated paint chip (1 cm2) on a cardboard display or in a sealed test tube |

|Power strip |

|Recommended Supplies for Hands-on Activities |

|Test Kit Supplies List |

|Disposable plastic drop cloth 2’ by 2’ |

|Disposable shoe covers |

|Disposable wet cleaning wipes |

|Disposable, non-latex gloves |

|EPA-recognized test kit(s) w/ manufacturer’s instructions |

|Heavy duty garbage bags |

|HEPA vacuum with attachments |

|Kit-specific supplies as required in the manufacturer’s instructions |

|Manufacturer-provided test verification card with lead-based paint layer. |

|Painted wood surface with no lead-based paint layer |

|Participant Progress Log |

|Pen or pencil |

|Tape (duct, painters, and masking) |

|Test Kit Documentation Form |

|Digital camera (Optional) |

|Numbered index cards (Optional) |

|Recommended Supplies for Hands-on Activities (continued) |

|Paint Chip Collection Supplies |

|Resealable Rigid Walled Container for use as paint collection containers, e.g. Screw-top plastic centrifuge tube. Note: Resealable plastic |

|bags are not suitable for holding and transporting dried paint samples due to potential losses of paint chips during laboratory handling. |

|Steel or Plastic Measuring Ruler-Metric only with millimeter and centimeter divisions |

|Cloths for cleaning purposes |

|White Paper for Making Paper Funnels (Paint Chip Collection trays) |

|Masking and Duct Tape |

|Indelible (Permanent) Marking Pen |

|Personal Safety Gear |

|Cutting and Scraping Tools: |

|Sharp-edged razor knife |

|Single-edged safety razor blades |

|Pocket knife with locking blade |

|Rigid blade paint scrapper with extra blades |

|Flexible Putty knife |

|Chisels |

|Hammer |

|Flashlight |

|Trash bags |

|Plastic Gloves, powder-less |

|Painted wood surface with lead-based paint layer |

|Paint Chip Sample Collection Form |

|Setup Supplies List |

|Barrier tape |

|Broom handle, or dowels, or 1” x 1” x 30” wood or metal stock |

|Cutting tool (e.g., razor knife, box cutter or scissors) |

|Disposable tack pad |

|Doorway to use for work area entry setup |

|Fencing stakes |

|Heavy duty plastic sheeting |

|Magnetic covers |

|Orange cones |

|Rope and/or barrier tape (bright color preferable) |

|Stapler and Staples |

|Tape (duct, painters, and masking) Tape measure |

|Warning signs |

|Pre-engineered containment systems (Optional for Skill Set 2) |

|Recommended Supplies for Hands-on Activities (continued) |

|Personal Protective Equipment (PPE) Supplies List |

|Disposable coveralls |

|Disposable non-latex gloves |

|Disposable foot covers |

|Eye protection |

|Leather or canvas work gloves |

|N-100 respirators |

|Disposable waste bags |

|Duct tape |

|Hand washing facilities and hand soap |

|Cleanup Supplies List |

|Baby powder or corn starch |

|Cleaning verification card, one per student to take away and retain |

|Cutting tool (e.g., razor knife, box cutter or scissors) |

|Disposable foot covers |

|Disposable non-latex gloves |

|Disposable wet cleaning wipes |

|Electrostatically charged, white, disposable cleaning cloths designed for cleaning hard surfaces |

|Flashlight |

|Garden sprayer |

|Heavy duty plastic bags |

|Heavy duty plastic sheeting |

|HEPA vacuum with attachments and a powered beater bar |

|Long-handled mop designed for wet cleaning wipes |

|Tape (duct, painters, and masking) |

|Tape measure |

|Two-sided mop bucket with wringer (or equivalent), disposable mop heads, long handled mop to which disposable cleaning cloths can be attached;|

|or, a wet mopping system. |

|Watch or clock |

Lesson Plans: The two lesson plans illustrate different ways to teach the course. Note that the instructor is free to borrow from these two lesson plans to create a lesson plan that best fits the needs of a given audience and setting. However, to meet the learning objectives of this course, the instructor should adhere to the guidelines about the time allotted to each subject.

|Course Outline |

|Module |Components |Exercises |

|Introduction |■ Lecture |■ None |

| |■ Introductions of course participants | |

|Module 1: Why Should I Be Concerned |■ Lecture |■ Paint chip exercise |

|About |■ Exercise/Demonstration (See Exercises) |■ Sweetener packet exercise |

|Lead Paint? | | |

| | |Note: These are instructor demonstrations. |

|Module 2: Regulations |■ Lecture |■ None |

|Module 3: |■ Exercise and checklist |■ Test kits demonstration and hands-on exercises |

|Before Beginning Work |■ Lead test kit demo and exercise (See |■ Paint chip sample collection demonstration and hands-on|

| |Exercises) |exercises |

| |■ Paint chip sample collection demo and | |

| |exercise (See Exercises) | |

|Module 4: Contain Dust During Work |■ Lecture |■ Exercise can be completed during Module 4 or deferred |

| |■ Setup Exercise (See Exercises) |until after Module 8 in combination with hands-on |

| | |exercises from Modules 5 and 6. |

|Module 5: During the Work |■ Lecture |■ Exercise can be completed during Module 5 or deferred |

| |■ Personal Protective Equipment Exercise (See|until after Module 8 in combination with hands-on |

| |Exercises) |exercises from Modules 4 and 6. |

|Module 6: Cleaning Activities and |■ Lecture |■ Exercise can be completed during Module 6 or deferred |

|Checking Your Work |■ Gooseneck seal demonstration/exercise |until after Module 8 in combination with hands-on |

| |■ Cleaning verification demonstration |exercises from Modules 4 and 5. |

| |■ Clearance demonstration | |

| |■ Cleanup Exercise | |

|Module 7: Recordkeeping |■ Lecture |■ None |

|Module 8: Training Non-Certified |■ Lecture |■ None |

|Renovation Workers | | |

|Test |■ Test |■ Test |

|Lesson Plan 1: Hands-On Activities Included in Modules |

|Introduction 15 minutes |

|1: Lead Safety for Renovation, Repair, and Painting |Key message: Renovators have a role to play in preventing lead |

|2: Course Agenda |poisoning. |

|3: Training Manual Overview | |

|4: You Will Learn… |Notes: This module is straightforward. |

|5: This Course… |Move quickly through the slides. |

| |Emphasize that this training applies to work in pre-1978 housing |

| |and additional precautions are needed when a residential property|

| |receives Federal funds. There may also be additional requirements|

| |when the property receives state or local funds. |

| | |

| |Preparing for this module: Review the class list before the |

| |session so you know something about your audience. |

|Module 1: Why Should I Be Concerned About Lead Paint? 20 minutes |

|1-1: Module 1: Why Should I be Concerned about Lead Paint |Key message: Dust is the problem and contractors make dust. By |

|1-2: What Is Lead-Based Paint? |working lead safe, you can make a difference. |

|1-3: Health Risks of Lead | |

|1-4: Symptoms of Lead Poisoning are Not Always Obvious |Notes: This module has a demonstration by the instructor, |

|1-5: Why are Dust and Debris a Problem? |followed by slides. |

|1-6: A Little Dust Goes a Long Way |Lecture (15 minutes) |

|1-7: Video Clip of Contractor Who Poisoned His Own Kids |Sweetener packet and paint chip demo (5 minutes). |

|1-8: Video Clip of Parent of a Child Poisoned by Renovation | |

|1-9: Now You Know… |Preparing for this module: Have materials ready for the exercise |

| |and demonstration. |

| | |

| |Materials needed: Laminated paint chip, sweetener packet, |

| |dustpan, broom, dust wipe kit. |

|Module 2: Regulations 40 minutes |

|2-1: Module 2: Regulations |Key message: Know the EPA and HUD Rules. These rules set forth |

|2-2: The RRP Rule |specific and performance-based requirements that must be mastered|

|2-3: The RRP Rule: Exclusions |to achieve compliance. |

|2-4: The RRP Rule: Firm Certification | |

|2-5: The RRP Rule: Firm Responsibilities |Notes: Know your audience. All contractors need to know all the |

|2-6: The RRP Rule: Individual Certification |regulations. |

|2-7: The RRP Rule: Certified Renovator Responsibilities | |

|2-8: The RRP Rule: Work Practice Standards |Preparing for this module: Review materials in advance. Read all |

|2-9: The RRP Rule: Enforcement |Federal, state and local regulations. |

|2-10: HUD’s Lead Safe Housing Rule | |

|2-11: HUD’s Lead Safe Housing Rule: Safe Work Practices | |

|2-12: HUD’s Rule Addresses: | |

|Lesson Plan 1: Hands-on Activities Included in Modules (Continued) |

|Module 2: Regulations - Continued |

|2-14: Know the EPA and HUD Rules! | |

|2-15: State and Local Regulations | |

|2-16: Now You Know… | |

|Module 3: Before Beginning Work 50 minutes |

|3-1: Module 3: Before Beginning Work |Key message: Plan before you start the work. |

|3-2: Educate Owners and Residents | |

|3-3: How Widespread is Lead-Based Paint in Housing? |Notes: This module is very interactive. A short scenario precedes|

|3-4: How to Determine if Lead-Based Paint is Present |each topic. Participants brainstorm questions before discussing |

|3-5: Using EPA-Recognized Test Kits to Check for Lead-Based Paint |the material and completing a planning checklist. Participants |

|3-6: Test Kit Hands-on |also learn when and how to use lead test kits. |

|3-7: Paint Chip Sample Collection |Lecture (25 minutes) |

|3-8: Steps to Obtain Paint Chip Samples |Hands-On Exercise (25 Minutes): Students will learn when and how |

|3-9: Paint Chip Sample Collection Hands-on |to use lead test kits and collect paint chip sample for analysis.|

|3-10: Using Decision Logic Charts |See Skill Set #1. |

|3-11: Now You Know… | |

| |Preparing for this module: Review Skill Set #1 in advance. See |

| |Test Kit Supplies List for materials needed. |

|Module 4: Contain the Dust During Work 90 minutes |

|4-1: Module 4: Contain Dust During Work |Key message: Keep the dust in the work area and make it easier to|

|4-2: What is Containment? |clean up. |

|4-3: Keep Dust Within the Containment | |

|4-4: Vertical Containment |Notes: Slides are followed by an exercise. |

|4-5: Interior Containment: Limit Access and Post Signs |Slides (45 minutes) |

|4-6: Interior Containment: Remove or Cover Belongings |Hands-On Exercise (45 minutes): Students set up containment in a |

|4-7: Interior Containment: Cover Floors |small area. They lay plastic and secure it. Trainer |

|4-8: Interior Containment: Close Windows, Doors, HVAC |demonstrates how to do a door flap. |

|4-9: Interior Containment: Work Area Entry Doorway | |

|4-10: Overview of Interior Containment Steps |Preparing for this module: Prepare materials for hands-on |

|4-11: Exterior Containment: Establish the Work Area |exercise and identify appropriate locations for groups to work |

|4-12: Exterior Containment: Close Windows and Doors |in. |

|4-13: Exterior Containment: Extra Precautions | |

|4-14: Overview of Exterior Containment Steps |Materials needed: See Setup Supplies List for materials needed. |

|4-15: Hands-on Exercise: Interior and Exterior Containment (Skill Sets | |

|#2-#5) | |

|4-16: Debrief of Hands-on Exercise | |

|4-17: Now You Know… | |

|Lesson Plan 1: Hands-on Activities Included in Modules (Continued) |

|Module 5: During the Work 50 minutes |

|5-1: Module 5: During the Work |Key Message: Traditional practices produce dust, while lead safe |

|5-2: Traditional Renovations Create Airborne Leaded Dust |practices will reduce dust making the renovation, repair, or |

|5-3: Prohibited Practices |painting work safer. |

|5-4: Specialized Tools | |

|5-5: Protect Yourself |Notes: Slides are followed by an exercise |

|5-6: Control the Spread of Dust |Slides (40 minutes) |

|5-7: Cleaning During the Job |Hands-On Exercise (10 minutes) |

|5-8: Exercises: Personal Protective Equipment (Skill Set #6) | |

|5-9: Now You Know… |Preparing for this module: Prepare a list of tasks for |

| |participants to work on and the materials for the hands-on |

| |exercise. |

| | |

| |Materials needed: See the Personal Protective Equipment Supplies |

| |List. |

|Module 6: Cleaning Activities and Checking Your Work 90 minutes |

|6-1: Module 6: Cleaning Activities and Checking Your Work |Key message: Do cleanup right. Use wet mops and HEPA vacuums. |

|6-2: What is Effective Cleanup? |Traditional methods don’t do the job. |

|6-3: Interior Cleaning Requirements | |

|6-4: Visual Inspection Procedure |Notes: Slides followed by an exercise |

|6-5: Cleaning Verification (CV) Procedure |Slides (40 minutes) |

|6-6: Dust Clearance Examination |Hands-on Exercise (50 minutes) |

|6-7: Exterior Cleanup Requirements | |

|6-8: Exterior - Check Effectiveness of Cleaning |Preparing for this module: Prepare materials for the hands-on |

|6-9: Disposal |exercise, and the cleaning verification and clearance |

|6-10: Disposal - Federal, State and Local Information |demonstrations. |

|6-11: Exercise: Cleaning and the Cleaning Verification Procedure (Skill Sets| |

|#7 - #11) |Materials needed: Disposable cleaning cloths, cleaning |

|6-12: Now You Know… |verification cards, dust wipe sampling materials, and tools |

| |listed in the Cleanup Supplies List. |

|Lesson Plan 1: Hands-on Activities Included in Modules (Continued) |

|Module 7: Recordkeeping 20 minutes |

|7-1: Module 7: Recordkeeping |Key message: Records must be complete, accurate and |

|7-2: On-The-Job Records |organized. |

|7-3: Recordkeeping: Pre-Renovation Education Records | |

|7-4: Sample Confirmation of Receipt of Renovate Right |Notes: This module is all lecture. Participants learn |

|7-5: Recordkeeping: Non-Certified Worker Training |what records they must keep. |

|7-6: Recordkeeping: Test Kit Reporting | |

|7-7: Recordkeeping: Paint Chip Sample Analysis Reporting |Preparing for This Module: Review so you are familiar |

|7-8: Recordkeeping: Post-Renovation Reporting |with the content. |

|7-9: Now You Know… | |

|Module 8: Training Non-Certified Renovation Workers 40 minutes |

|8-1: Module 8: Training Non-Certified Renovation Workers |Key message: Certified Renovators are responsible for |

|8-2: Teaching Lead-Safe Work Practices Means: |teaching lead-safe work practices to non-certified |

|8-3:The Role of the Certified Renovator |renovation workers. |

|8-4: Role of Trained, Non-Certified Renovation Workers | |

|8-5: Steps for Teaching Lead Safety During Renovations |Notes: Emphasize that this training is to give Certified |

|8-6: Use the “Steps” Guide |Renovators the tools and skills necessary to conduct |

|8-7: Step 1: Determine if the Job Involves Lead-Based Paint |either on-site “toolbox” training or classroom training |

|8-8: Step 2: Set It Up Safely |for non-certified renovation workers. All training should|

|8-9: Step 2: Set It Up Safely - Continued |focus mainly on teaching students to perform the tasks |

|8-10: Step 3: Protect Yourself |necessary to work as non-certified renovators on the job.|

|8-11: Step 4: Control the Spread of Dust |Special emphasis should be placed on the practical skills|

|8-12: Step 5: Leave The Work Area Clean |and activities of lead safe-work practices using as much |

|8-13: Step 6: Control the Waste |hands-on instruction as possible. |

|8-14: Step 7: Cleaning Verification or Clearance Testing | |

|8-15: Training Documentation |Preparing for This Module: Review so you are familiar |

|8-16: Now You Know… |with the content. |

|Review 10 minutes |

|Review key topics and rules for test | |

|Test 30 minutes |

|Administer the test (30 minutes) |Trainers are responsible for developing their own test |

| |blueprint and submitting it for approval with their |

| |application to become an accredited training provider. |

|Total Instructional Time 7 hours 40 minutes |

|Lesson Plan 2: Hands-On Activities Combined into One Unit |

|NOTE: Modules are the same as in Lesson Plan 1 except that all practical exercises from Modules 4 through Module 6 have been moved and combined|

|into one large hands-on block in the afternoon session. |

|Introduction 15 minutes |

|1: Lead Safety for Renovation, Repair, and Painting |Key message: Renovators have a role to play in preventing lead |

|2: Course Agenda |poisoning. |

|3: Training Manual Overview | |

|4: You Will Learn… |Notes: This module is straightforward. |

|5: This Course… |Move quickly through the slides. |

| |Emphasize that this training applies to work in pre-1978 housing |

| |and additional precautions are needed when a residential property |

| |receives Federal funds. There may also be additional requirements |

| |when the property receives state or local funds. |

| | |

| |Preparing for this module: Review the class list before the |

| |session so you know something about your audience. |

|Module 1: Why Should I Be Concerned About Lead Paint? 20 minutes |

|1-1: Module 1: Why Should I be Concerned about Lead Paint |Key message: Dust is the problem and contractors make dust. By |

|1-2: What Is Lead-Based Paint? |working lead safe, you can make a difference. |

|1-3: Health Risks of Lead | |

|1-4: Symptoms of Lead Poisoning are Not Always Obvious |Notes: This module has a demonstration by the instructor, followed|

|1-5: Why are Dust and Debris a Problem? |by slides. |

|1-6: A Little Dust Goes a Long Way |Slides (15 minutes) |

|1-7: Video Clip of Contractor Who Poisoned His Own Kids |Sweetener packet and paint chip demo (5 minutes). |

|1-8: Video Clip of Parent of a Child Poisoned by Renovation | |

|1-9: Now You Know… |Preparing for this module: Have materials ready for the exercise |

| |and demonstration. |

| | |

| |Materials needed: Laminated paint chip, sweetener packet, dustpan,|

| |broom, dust wipe kit |

|Module 2: Regulations 45 minutes |

|2-1: Module 1: Regulations |Key message: Know the EPA and HUD Rules. These rules set forth |

|2-2: The RRP Rule |specific and performance-based requirements that must be mastered |

|2-3: The RRP Rule: Exclusions |to achieve compliance. |

|2-4: The RRP Rule: Firm Certification | |

|2-5: The RRP Rule: Firm Responsibilities |Notes: Know your audience. All contractors need to know all the |

|2-6: The RRP Rule: Individual Certification |regulations. |

|2-7: The RRP Rule: Certified Renovator Responsibilities | |

|2-8: The RRP Rule: Work Practice Standards |Preparing for this module: Review materials in advance. Read all |

|2-9: The RRP Rule: Enforcement |Federal, state and local regulations. |

|2-10: HUD’s Lead Safe Housing Rule | |

|Lesson Plan 2: Hands-on Exercises Combined into One Unit (Continued) |

|Module 2: Regulations (Continued) 45 minutes |

|2-12: HUD’s Lead Safe Housing Rule: Safe Work Practices | |

|2-13: HUD’s Rule Addresses: | |

|2-14: Know the EPA and HUD Rules! | |

|2-15: State and Local Regulations | |

|2-16: Now You Know… | |

|Module 3: Before Beginning Work 50 minutes |

|3-1: Module 3: Before Beginning Work |Key message: Plan before you start the work. |

|3-2: Educate Owners and Residents |Notes: This module is very interactive. A short scenario precedes |

|3-3: How Widespread is Lead-Based Paint in Housing? |each topic. Participants brainstorm questions before discussing |

|3-4: How to Determine if Lead-Based Paint is Present |the material and completing a planning checklist. Participants |

|3-5: Using EPA-Recognized Test Kits to Check for Lead-Based Paint |also learn when and how to use lead test kits. |

|3-6: Test Kit Hands-on |Lecture: (25 minutes) |

|3-7: Paint Chip Sample Collection |Hands-On Exercise (15 Minutes): Students will learn when and how |

|3-8: Steps to Obtain Paint Chip Samples |to use lead test kits and collect paint chip samples for lead |

|3-9: Paint Chip Sample Collection Hands-on |analysis. See Skill Set #1. |

|3-10: Using Decision Logic Charts | |

|3-11: Now You Know… |Preparing for this module: Review Skill Set #1 in advance. See |

| |Test Kit Supplies List for materials needed. |

|Module 4: Contain Dust During Work 45 minutes |

|4-1: Module 4: Contain Dust During Work |Key message: Keep the dust in the work area and make it easier to |

|4-2: What is Containment? |clean up. |

|4-3: Keep Dust Within the Containment | |

|4-4: Vertical Containment |Notes: Slides are followed by an exercise. |

|4-5: Interior Containment: Limit Access and Post Signs |Slides: 45 minutes |

|4-6: Interior Containment: Remove or Cover Belongings |Hands-On Exercise: Deferred to large exercise in the afternoon. |

|4-7: Interior Containment: Cover Floors | |

|4-8: Interior Containment: Close Windows, Doors, HVAC |Preparing for this module: Prepare materials for hands-on exercise|

|4-9: Interior Containment: Work Area Entry Doorway |and identify appropriate locations where groups will work. |

|4-10: Overview of Interior Containment Steps | |

|4-11: Exterior Containment: Establish the Work Area |Materials needed: See Setup Supplies List for materials needed. |

|4-12: Exterior Containment: Close Windows and Doors | |

|4-13: Exterior Containment: Extra Precautions | |

|4-14: Overview of Exterior Containment Steps | |

|4-15: Hands-on Exercise: Interior and Exterior Containment | |

|4-16: Debrief of Hands-on Exercise | |

|4-17: Now You Know… | |

|Lesson Plan 2: Hands-on Exercises Combined into One Unit (Continued) |

|Module 5: During the Work 40 minutes |

|5-1: Module 5: During the Work |Key Message: Traditional practices produce dust, while lead safe |

|5-2: Traditional Renovations Create Airborne Leaded Dust |practices will reduce dust making the renovation, repair, or |

|5-3: Prohibited Practices |painting work safer. |

|5-4: Specialized Tools | |

|5-5: Protect Yourself |Notes: Slides are followed by an exercise |

|5-6: Control the Spread of Dust |Slides: 40 minutes |

|5-7: Cleaning During the Job |Hands-on Exercise: Deferred to large exercise in the afternoon. |

|5-8: Exercises: Personal Protective Equipment (Skill Set #6) | |

|5-9: Now You Know… |Preparing for this module: Prepare a list of tasks for |

| |participants to work on and the materials for the hands-on |

| |exercise. |

| | |

| |Materials needed: See the Personal Protective Equipment Supplies |

| |List. |

|Module 6: Cleaning Activities and Checking Your Work 40 minutes |

|6-1: Module 6: Cleaning Activities and Checking Your Work |Key message: Do cleanup right. Use wet mops and HEPA vacuums. |

|6-2: What is Effective Cleanup? |Traditional methods don’t do the job. |

|6-3: Interior Cleaning Requirements | |

|6-4: Visual Inspection Procedure |Notes: Slides followed by an exercise |

|6-5: Cleaning Verification (CV) Procedure |Slides (40 minutes) |

|6-6: Dust Clearance Examination |Hands-On Exercise: Deferred to large exercise in the afternoon. |

|6-7: Exterior Cleanup Requirements | |

|6-8: Exterior - Check Effectiveness of Cleaning |Preparing for this module: Prepare materials for the hands-on |

|6-9: Disposal |exercise and clearance demonstration. |

|6-10: Disposal - Federal, State and Local Information | |

|6-11: Exercise: Cleaning and the Cleaning Verification Procedure (Skill Sets|Materials needed: Disposable cleaning cloths, cleaning |

|#7 - #11) |verification cards, dust wipe sampling materials, and tools listed|

|6-12: Now You Know… |in the Cleanup Supplies List. |

|Lesson Plan 2: Hands-on Exercises Combined into One Unit (Continued) |

|Module 7: Recordkeeping 20 minutes |

|7-1: Module 7: Recordkeeping |Key message: Records must be complete, accurate and organized. |

|7-2: On-The-Job Records | |

|7-3: Recordkeeping: Pre-Renovation Education Records |Notes: This module is all lecture. Participants learn what |

|7-4: Sample Confirmation of Receipt of Renovate Right |records they must keep. |

|7-5: Recordkeeping: Non-Certified Worker Training | |

|7-6: Recordkeeping: Test Kit Reporting |Preparing for This Module: Review so you are familiar with the |

|7-7: Recordkeeping: Paint Chip Sample Analysis Reporting |content. |

|7-8: Recordkeeping: Post-Renovation Reporting | |

|7-9: Now You Know… | |

|Module 8: Training Non-Certified Renovation Workers 40 minutes |

|8-1: Module 8: Training Non-Certified Renovation Workers |Key message: Certified Renovators are responsible for teaching |

|8-2: Teaching Lead-Safe Work Practices Means: |lead-safe work practices to non-certified renovation workers. |

|8-3:The Role of the Certified Renovator | |

|8-4: Role of Trained, Non-Certified Renovation Workers |Notes: Emphasize that this training is to give Certified |

|8-5: Steps for Teaching Lead Safety During Renovations |Renovators the tools and skills necessary to conduct either |

|8-6: Use the “Steps” Guide |on-site “toolbox” training or classroom training for non-certified|

|8-7: Step 1: Determine if the Job Involves Lead-Based Paint |renovation workers. All training should focus mainly on teaching |

|8-8: Step 2: Set It Up Safely |students to perform the tasks necessary to work as non-certified |

|8-9: Step 2: Set It Up Safely - Continued |renovators on the job. Special emphasis should be placed on the |

|8-10: Step 3: Protect Yourself |practical skills and activities of lead safe-work practices using |

|8-11: Step 4: Control the Spread of Dust |as much hands-on instruction as possible. |

|8-12: Step 5: Leave The Work Area Clean | |

|8-13: Step 6: Control the Waste |Preparing for This Module: Review so you are familiar with the |

|8-14: Step 7: Cleaning Verification or Clearance Testing |content. |

|8-15: Training Documentation | |

|8-16: Now You Know… | |

|Lesson Plan 2: Hands-on Exercises Combined into One Unit (Continued) |

|Hands-On Activities 105 minutes |

|Appendix 6: Hands-on Exercises for Modules 4, 5 and 6. |Key message: Practice what you have learned. |

|Skill Set #2: Setting Up Barriers, Signs and Flapped Entry Doors | |

|Skill Set #3: Cover or Remove Furniture |Notes: This section is completely hands-on. |

|Skill Set #4: Establish Interior Containment |Preparing for this section: Use the hands-on exercises that are |

|Skill Set #5: Establish Exterior Containment |included in Modules 4, 5 and 6 to run this eleven-part hands-on |

|Skill Set #6: Personal Protective Equipment |exercise. The slides for these exercises are: |

|Skill Set #7: Interior Final Cleaning |Slides 4-14 and 4-15 |

|Skill Set #8: Exterior Final Cleaning |Slide 5-8 |

|Skill Set #9: Bagging Waste |Slide 6-11 |

|Skill Set #10: Visual Inspection |These exercises are also included (with Skill Set #1) in Appendix |

|Skill Set #11: Cleaning Verification Procedure |6. Make sure you have an appropriate facility, all necessary tools|

| |and equipment (see Supplies Lists), and have read carefully |

| |through and understand each of the exercises. |

|Review 10 minutes |

|Review key topics and rules for test | |

|Test 30 minutes |

|Administer the test (30 minutes) |Trainers are responsible for developing their own test blueprint |

| |and submit it for approval with their application to become an |

| |accredited training provider. |

|Total Instructional Time 7 hours 40 Minutes |

Guidance on Conducting Hands-On Activities: Hands-on training is a required element of this curriculum. It is recommended that trainers consider the following factors when planning for and conducting the hands-on training segments:

• Have the right kind of supplies available. Use the lists provided to plan appropriately and bring the right sorts of supplies to the training site. For example, household garbage bags are not equivalent to heavy-duty disposal bags.

• Have supplies in adequate quantities. Depending on how you structure the activity, you may need varying numbers of supplies. For example, if the trainer demonstrates how to seal and gooseneck a disposal bag, you will use one bag. If each student practices this procedure, the training will consume a larger number of bags. Plan ahead so you have enough supplies.

• Have an adequate number of instructors. Depending on the class size, some hands-on activities require more than one instructor to properly supervise and provide feedback. Make sure you have enough trainers available to deliver the course to the number of students attending. This is important because each student will be evaluated individually. The training can be structured so that extra trainers need to be available only during the hands-on activities. It is recommended that, at most, a 6:1 student-to-trainer ratio (i.e., one trainer for every 6 students) for the hands-on exercises be maintained. Even with a 6:1 ratio, trainers should expect to be quite busy during the hands-on exercises.

• Carefully estimate the time you will need to conduct the hands-on exercises. This curriculum contains a large amount of course content. Be mindful of class size and time constraints when planning the hands-on exercises.

• Make sure your equipment is clean and in working order before the class. Test your equipment before the training begins. Trainers must not conduct training with lead-contaminated equipment or dirty respirators.

• The use of actual lead-based paint for training purposes is not allowed. Participants are in your class to learn the skills to safely work around lead-based paint. Should they make a procedural error during training, they should not be placed at risk of being exposed to lead.

• The training facility must be appropriate for this course. For example, some locations prohibit the use of water inside their facility. Know what is required for this course, and what is allowed in the facility to be used. Match course requirements to the facility to be used.

• Coach participants through the hands-on activities and document their proficiency. Hands-on activities in Modules 3, 4, 5 and 6 list specific tasks that each participant must perform correctly during that activity. Record achievement of these skills in a Participant Progress Log. See Appendix 6 for an example Participant Progress Log.

Overview of this module: The table below summarizes the content and teaching methods for this module. This is for your reference. Do not cover this with the participants.

|Introduction 15 minutes |

|1: Lead Safety for Renovation, Repair, and|Key message: Renovators have a role to play in preventing lead poisoning. Dust from renovations,|

|Painting |repairs, and surface preparation during painting activities creates potential lead hazards when |

|2: Course Agenda |lead-based paint is disturbed and lead-safe work practices are not used. EPA requires |

|3: Training Manual Overview |certification for renovation firms, and training and certification for renovators to prevent lead|

|4: You Will Learn… |poisoning resulting from unsafe renovation practices. |

|5: This Course… | |

| |Notes: This module is straightforward. |

| |Move quickly through the slides. |

| |Emphasize that this training applies to work in pre-1978 housing and child-occupied facilities, |

| |and provides certification to conduct renovations for compensation as required by the EPA |

| |Renovation, Repair, and Painting Rule. |

| | |

| |Preparing for this module: Review the class list before the session so you know something about |

| |your audience. |

Slide 1: Lead Safety for Renovation, Repair, and Painting

• Welcome everyone and introduce the course.

• Be sure to verify that participants intended to take this course.

• Introduce yourself. Write your name on the board, flip chart, or transparency. Highlight your background and experience.

• Read the Course Objective: “To prepare Certified Renovators to use lead-safe work practices to prevent creation of lead hazards during renovation, repair and painting work in pre-1978 housing and child-occupied facilities.”

• Ask the participants to introduce themselves, stating:

• Their name.

• The company they work for.

• The work they do (e.g., carpentry).

• Meeting facility and logistics:

• Indicate where the emergency exits, restrooms and public telephones can be found.

• Provide any logistical information.

• Discuss ground rules, as necessary. Examples of ground rules include:

o Come back from breaks on time and ready to continue.

o Raise a hand to be recognized.

o Turn off or silence cellular telephones and other electronic devices.

• This introduction covers the bulleted list of topics on the slide. Briefly review this list with the class participants. Do not go into detail about any of the topics.

• Identify and address English language and reading issues. Watch for this during the student introductions.

Slide 2: Course Agenda

• This slide contains the course agenda, if you are using Lesson Plan 1 review it with the students. If you are using Lesson Plan 2 or are conducting this training over several days, you should provide a suitable agenda. It is also recommended that you make changes to the PowerPoint slides in both the student manual and the presentation that reflect the changes to the agenda.

• The agenda on the slide does not contain times (because the training could be offered over several days), so you may want to write the agenda (with times) on a flip chart, blackboard or whiteboard so that participants can refer to it throughout the course, or you could make a hardcopy of the agenda and distribute it to participants. Training time must total 8 hours.

• Walk participants through the agenda for the training.

• Mention the test.

• Notes to Instructors on How to Use This Curriculum (see earlier in the introduction) has a proposed course schedule and lesson plan options to help you plan your schedule.

This slide assumes that you will use Lesson Plan 1. Modify the slide if you will be using Lesson Plan 2.

Slide 3: Training Manual Overview

• Walk participants through the eight modules by highlighting the module title and length of time needed to cover the material.

• Emphasize that the course is intended to be interactive, with discussions and exercises to practice some of the activities discussed in the modules.

• Highlight each of the appendices.

• Take the time to have participants turn to the Small Entity Compliance Guide to Renovate Right (Appendix 4) and the Steps to LEAD SAFE Renovation, Repair, and Painting (Appendix 5). Explain that these two documents will be covered in greater detail in Modules 3 and 8, respectively, and that they can take them to the job to help provide guidance on working in a lead safe manner. The pamphlet Steps to LEAD SAFE Renovation, Repair, and Painting (Appendix 5) contains illustrations of suggested methods for reducing, containing and cleaning up dust in work areas.

Slide 4: You Will Learn…

• This slide summarizes what the students will learn during the delivery of each module in this course.

• Read through the bullets and emphasize what will be learned in each module.

Slide 5: This Course...

• The main point of this slide is to inform participants that completing the training is a way to be distinctive in the marketplace and bring added value to clients.

• Successfully completing this training also qualifies them to work on jobs in Federally-assisted target housing where lead-safe work practices are required. They must pass the test at the end of this course and keep the course completion certificate to demonstrate that they are qualified.

• This course is not an abatement course and does not qualify participants to conduct abatement activities, nor does it meet OSHA requirements. Note that employers are responsible for complying with any OSHA requirements.

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